The Qualitative Exploration Process of Teacher’s Core Competencies Based on the Judical Precedents Involving ‘Safety’ in Secondary Physical Education

Resilience refers to findings that some individuals have good outcomes despite exposure to stressors, and protective factors are defined as influences that alter a person’s response to such stressors. Academic resilience research identifies factors that promote positive educational outcomes; however, no research to date investigates student resilience in the unique context of physical education. The current study sought to explore protective factors that alter secondary school students’ responses to the common stressors associated with physical education participation. Interviews and focus groups were conducted with six teachers and 54 students, and transcripts were analysed using thematic analysis. In line with the conceptualisation of protective factors, higher-order themes of individual assets and environmental factors were identified. Individual assets included personality, cognitive factors (e.g. value of physical education activities) and behavioural factors (e.g. attending extra-curricular activities). Environmental factors included teacher and peer support and the relative importance of physical education promoted by the school and parents.

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Experiencia de evaluación formativa y compartida en el Máster Universitario en Formación del Profesorado de Educación Secundaria

Psychology Society & Education ◽

10.25115/psye.v4i1.552 ◽

2017 ◽

Vol 4 (1) ◽

pp. 29

Author(s):

Nuria Ureña Ortín ◽

Encarnación Ruiz Lara

Keyword(s):

Physical Education ◽

Formative Evaluation ◽

Core Competencies ◽

Assessment System ◽

Initial Assessment ◽

Shared Resources ◽

Whole Process ◽

The Subject ◽

Teaching Learning ◽

Assessment Questionnaire

Resumen: El objetivo del presente trabajo es describir y presentar los resultados de una experiencia de evaluación formativa y compartida en la asignatura Evaluación y recursos en la enseñanza de la Educación Física del Máster Universitario en Formación del Profesorado de Educación Secundaria, especialidad de Educación Física. Junto a este sistema de evaluación, se han desarrollado metodologías activas. Los instrumentos de evaluación utilizados fueron los siguientes: cuestionario de evaluación inicial, cuestionario de autoevaluación, de evaluación del profesor y el proceso por parte del alumno, cuestionario de evaluación final de la asignatura, diario del profesor, carpeta individual y trabajo grupal. Se analizaron las ventajas e inconvenientes encontrados, y la relación de estas variables con la carga de trabajo del alumnado y del profesorado. Las principales conclusiones son que, a pesar de la necesidad de introducir mejoras, se ha implicado al alumnado en su proceso de aprendizaje y en el desarrollo de un trabajo autónomo y cooperativo, por lo que se ha favorecido la adquisición de mayores niveles de aprendizaje, así como de competencias básicas para el ejercicio profesional y el aprendizaje permanente. Además, se ha articulado todo el proceso de enseñanza - aprendizaje al establecer la conexión entre competencias, sistema de evaluación y metodología utilizada. Formative and shared assessment experience in the University Master in Secondary Abstract: The aim of this paper is to describe and present the results of a formative evaluation experience in the subject and shared resources assessment and the teaching of Physical Education Master’s Degree in Teacher Education Secondary Education with a specialty in Physical Education. Alongside this system of evaluation methodologies have been developed active. The evaluation instruments used were: initial assessment questionnaire, self-assessment questionnaire, evaluation of the teacher and the process by the student’s final evaluation questionnaire of the subject, the teacher daily, individual and group work folder. We analyzed the advantages and problems encountered, and the relationship of these variables with the workload of students and faculty. The main conclusions are that, despite the need for improvements, has involved the students in their learning process and the development of autonomous and cooperative work, so that has favored the acquisition of higher levels of learning, as well as core competencies for professional practice and lifelong learning. It has also articulated the whole process of teaching - learning to make the connection between competence assessment system and methodology.

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Accuracy of basic school teachers knowledge in the english terms materials of game better education

English Teaching Journal : A Journal of English Literature, Language and Education ◽

10.25273/etj.v7i2.5435 ◽

2019 ◽

Vol 7 (2) ◽

pp. 59

Author(s):

Ihwan Firmansyah

Keyword(s):

Elementary School ◽

Physical Education ◽

Basic Education ◽

Core Competencies ◽

The Body ◽

School Teachers ◽

Global Culture ◽

Study Program ◽

Education Material ◽

Basic Competencies

Students of the Elementary School have core competencies and basic competencies that must be achieved according to the 2013 curriculum contained in Minister of Education and Culture Regulation number 24 of 2016 concerning Core Competencies and Basic Competencies of Learning in the 2013 Curriculum on Basic Education and Secondary Education. In PERMENDIKBUD number 24 (2018) it is stated that curriculum objectives include four competencies, namely (1) spiritual attitude competency, (2) social attitude, (3) knowledge, and (4) skills. The competency is achieved through extracurricular, curricular and / or extracurricular learning processes. The importance of the correct use of terms in learning materials in schools is one of the important things where in the academic world the use of standard language is a must. In sports and health physical education material which on several occasions uses the term in English, remembering that sports culture originates from a global culture that uses the English term needs to be mastered appropriately by physical and physical education teachers. The questionnaire is used as a data collection tool that uses descriptive quantitative analysis and research data will be obtained from a questionnaire filled out by elementary school PJOK teacher participants in Bangkalan who attended the basic motion material socialization event carried out by the STKIP PGRI Bangkalan sports education study program. Data analysis techniques used by researchers in looking at the percentage of respondents from the questionnaire distributed. Based on the results of the research and discussion above it can be concluded that the understanding of the knowledge of the accuracy of the use of English terminology in the material of large ball games physical and sport education and the results of the analysis have shown that the accuracy of elementary school teachers in using the terminology in English to teach sports the body in elementary school the results are quite good.

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A Qualitative Exploration of Effective Creative/Convergence Type of Class in Middle and High School Physical Education Classes

International Journal of Online and Biomedical Engineering (iJOE) ◽

10.3991/ijoe.v16i15.18721 ◽

2020 ◽

Vol 16 (15) ◽

pp. 23

Author(s):

Seung-Yong Kim

Keyword(s):

High School ◽

Physical Education ◽

Conflict Of Interest ◽

Physical Education Teachers ◽

Learner Centered ◽

High School Physical Education ◽

Convergence Type ◽

Qualitative Exploration ◽

Depth Interviews ◽

Meaning Analysis

The purpose of this research was to examine the courses and experiences of middle and high school physical education teachers based on their field experience, suggestions, and school educational environment and to explore in-depth to reflect learner-centered creative/ convergence type of education in physical education classes. To achieve the purpose of the research, four physical education teachers were selected as research participants, and after conducting in-depth interviews, inductive category analysis procedures among qualitative research methods were used to derive the meaning analysis and results of the data. For learner-centered creative/convergence type of classes, first, individual competencies of field teachers will have to be developed first. Second, there will have to be a solution to the problem of conflict of interest between teachers and teachers. Third, there should be case education, organizing, systematizing, and refined models for creative/convergence type of education. Fourth, there should be a realistic and direct approach and support, not an expression as an abstract language. The goals of the physical education subject matter include important parts that represent the direction that physical education should pursue and the learning reach that learners should achieve. Therefore, if education content is presented to solve problems more specifically and creatively, more suitable results will be produced for fostering creative/convergence type of talent.

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A Qualitative Exploration of Barriers and Facilitators to Physical Activity Among Low-Income Latino Adolescents

Hispanic Health Care International ◽

10.1177/1540415320956933 ◽

2020 ◽

pp. 154041532095693

Author(s):

Taylor Vasquez ◽

Alicia Fernandez ◽

Julissa Haya-Fisher ◽

Sarah Kim ◽

Amy L Beck

Keyword(s):

Physical Activity ◽

Physical Education ◽

Low Income ◽

Target Population ◽

Barriers And Facilitators ◽

Latino Adolescents ◽

Physically Active ◽

Study Objective ◽

Inductive Methods ◽

Qualitative Exploration

Introduction: Latino adolescents experience high rates of obesity and physical activity can protect against obesity and obesity comorbidities. Health interventions to promote physical activity are more likely to be successful if they take into account the experiences and perspectives of their target population. Our study objective was to explore barriers and facilitators to physical activity among Latino adolescents with the goal of informing future interventions for this population. Method: Semistructured interviews were conducted with ( n = 30) low-income, Latino adolescents. The interviews were analyzed using inductive methods and the Capability–Opportunity–Motivation model of behavior. Results: Adolescents described capability gaps including lacking skills for preferred activities. School physical education and parks provided opportunities for adolescents to be physically active. Adolescents also described opportunity challenges, including age limits, not being able to afford preferred classes, and safety concerns. Families provided role modeling but rarely engaged in activities with adolescents. Adolescents were motivated to engage in physical activity but often lacked the necessary resources. Conclusions: Interventions to increase physical activity among urban Latino adolescents should offer tailored programming, incorporate families, enhance physical education, and improve the safety and appeal of recreational facilities.

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Formación permanente y percepción del profesorado sobre el desarrollo de las competencias básicas con el modelo de Educación Deportiva (In-service education and teachers’ perception about key competences development with Sport Education)

Retos ◽

10.47197/retos.v0i23.34564 ◽

2015 ◽

pp. 33-38

Author(s):

Antonio Calderón ◽

Diego Martínez de Ojeda ◽

Antonio Méndez

Keyword(s):

Physical Education ◽

Ad Hoc ◽

Core Competencies ◽

Physical Education Teachers ◽

Sport Education ◽

Job Opportunities ◽

Teaching Unit ◽

Key Competences ◽

Civic Competence ◽

Formación Permanente

El objetivo de este trabajo consistió en analizar la percepción de profesores de educación física sobre las posibilidades de trabajo de las competencias básicas, de una metodología de enseñanza concreta. Para ello, doce docentes de Secundaria y de Primaria, realizaron un curso de formación permanente sobre dicho modelo, y una vez finalizado, implementaron una unidad didáctica en sus respectivos centros escolares. Fue entonces cuando por medio de un cuestionario elaborado ad-hoc, se les preguntó sobre su percepción del grado de desarrollo de las competencias básicas, en función de las fases del modelo de Educación Deportiva, y de sus características principales. Para comprobar si existieron diferencias en la percepción de los profesores, se calcularon las medias y desviaciones típicas del total de las variables registradas, y se utilizó la Prueba U de Mann-Whitney para dos muestras independientes. Los docentes analizados ven grandes posibilidades de trabajo competencial mediante el modelo de Educación Deportiva fundamentalmente de la competencia social y ciudadana, aprender a aprender, y autonomía e iniciativa personal.Palabra clave: Educación física, Competencias básicas, Modelos de enseñanza, Educación Deportiva.Abstract: The purpose of this paper was to analyze the perception of physical education teachers on job opportunities of key competences of a particular teaching model. To this end, 12 teachers, Secondary and Primary, conducted an in-service education course on the model, and once completed, implemented a teaching unit in their respective schools. It was then through a questionnaire, they were asked about their perception of the development of key competences. To check whether there were differences in the perception of teachers on the development of each of the core competencies, it was calculated means and standard deviations of all variables recorded, and used the Mann-Whitney U test for independent samples. Teachers see great potential to work competence through Sport Education Model primarily on social and civic competence, lifelong learning, and autonomy and personal initiative.Key words: Physical education, Key competences, Teaching models, Sport Education.

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Integrative approach for the formation of pedagogical competence of teachers of physical education at agrarian university

Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports) ◽

10.31392/npu-nc.series15.2020.8(128).32 ◽

2020 ◽

pp. 151-155

Author(s):

N. Petrenko

Keyword(s):

High School ◽

Physical Education ◽

Healthy Lifestyle ◽

School Teacher ◽

Core Competencies ◽

Educational Institution ◽

Integrative Approach ◽

Professional Activity ◽

Urgent Problem ◽

Pedagogical Competence

The article analyzes the concept of pedagogical competence of teachers of physical education. The essence and specificity of development of pedagogical competence of the teacher of physical education is revealed; it is noted that t he development of pedagogical competence in the system of methodical work should be combined with self-education and self- improvement. The formation of the personality of the future specialist depends on the teacher„s pedagogical competence. In modern conditions the development of the society, the quality of the training of future specialists in higher educational institutions is largely determined by the level of pedagogic competence of faculty, its ability to increase the efficiency of educational activities. Thus, the urgent problem of today is not only to improve the substantive competence of the teacher of the high school and the formation of his pedagogical competence. The objective of the article is to reveal the basic aspects of scientific research in the field of education regarding the definition of pedagogical competence of the teacher of physical education. Therefore, urgent problem today is not only improving the competence of the subject high school teacher, but also the formation of his pedagogical competence. Willingness for future specialists in physical education and sport to the use of innovative, future professional activity, and learning. Theoretical analysis showed that the separation of the core competencies depends on the values of a particular society, what makes a person successful socially, economically and personally, not only in school, but under the influence of family, friends, work, politics, religion, culture and so on. It is established that regardless of the profile of the educational institution the development of pedagogical competence of the teacher is an indicator of the readiness of the teacher to carry out teaching activities, a display of the highest form of pedagogical competence. Teachers of physical education of agrarian university solve the most important tasks on involvement of youth to healthy lifestyle, formation of readiness of future specialists-agrarians to professional activity on the basis of value attitude to health of population of Ukraine.

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Health and Physical Education

10.1017/cbo9781139524346 ◽

2012 ◽

Cited By ~ 6

Author(s):

Debra Callcott ◽

Judith Miller ◽

Susan Wilson-Gahan

Keyword(s):

Physical Education ◽

Health And Physical Education

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An Input–Process–Output Model of Pilot Core Competencies

Aviation Psychology and Applied Human Factors ◽

10.1027/2192-0923/a000120 ◽

2017 ◽

Vol 7 (2) ◽

pp. 78-85 ◽

Cited By ~ 5

Author(s):

Heikki Mansikka ◽

Don Harris ◽

Kai Virtanen

Keyword(s):

Path Analysis ◽

Team Performance ◽

Core Competencies ◽

Core Competency ◽

Principal Component ◽

Analysis Model ◽

Input Process ◽

The Core ◽

Performance Framework ◽

Process Output

Abstract. The aim of this study was to investigate the relationship between the flight-related core competencies for professional airline pilots and to structuralize them as components in a team performance framework. To achieve this, the core competency scores from a total of 2,560 OPC (Operator Proficiency Check) missions were analyzed. A principal component analysis (PCA) of pilots’ performance scores across the different competencies was conducted. Four principal components were extracted and a path analysis model was constructed on the basis of these factors. The path analysis utilizing the core competencies extracted adopted an input–process–output’ (IPO) model of team performance related directly to the activities on the flight deck. The results of the PCA and the path analysis strongly supported the proposed IPO model.

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